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Relevant bibliographies by topics / Teacher screeners

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Academic literature on the topic 'Teacher screeners'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Teacher screeners"

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Gregory, Kyomi D., and Janna B. Oetting. "Classification Accuracy of Teacher Ratings When Screening Nonmainstream English-Speaking Kindergartners for Language Impairment in the Rural South." Language, Speech, and Hearing Services in Schools 49, no. 2 (2018): 218–31. http://dx.doi.org/10.1044/2017_lshss-17-0045.

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PurposeWe compared teacher ratings as measured by the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson, McCabe, & Sprague, 2001, 2003) and Children's Communication Checklist–Second Edition (CCC-2; Bishop, 2006) to 2 established screeners, the Part II of the Diagnostic Evaluation of Language Variation–Screening Test (DELV-ST-II; Seymour, Roeper, & de Villiers, 2003) and Dynamic Indicators of Basic Early Literacy Skills–Next (DIBELS; Good, Gruba, & Kaminski, 2009), and then examined whether teacher ratings alone or when combined with the DELV-ST-II or DIBELS accurately

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Gardner, Shari L., and Stephanie M. Curenton. "Conversation Compass© Communication Screener: a conversation screener for teachers." Early Child Development and Care 187, no. 3-4 (2016): 487–97. http://dx.doi.org/10.1080/03004430.2016.1246443.

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Lambert, Matthew C., Stacy-Ann A. January, and Corey D. Pierce. "Latent Structure of Scores From the Emotional and Behavioral Screener." Journal of Psychoeducational Assessment 36, no. 3 (2016): 249–60. http://dx.doi.org/10.1177/0734282916676130.

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The Emotional and Behavioral Screener (EBS) is a recently developed teacher-reported brief screening instrument for identifying students who are at-risk of an emotional or behavioral disorder (EBD). Although prior research supports the technical adequacy of scores from the EBS, there is a gap in the literature regarding strong evidence of the factor structure underlying EBS scores. This study investigated the latent structure of scores from the EBS in a sample of 646 elementary students who were rated by their teachers in a 2-week screening period. Single-factor confirmatory factor analysis (C

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Kilgus, Stephen P., Nathaniel P. von der Embse, Amanda N. Allen, Crystal N. Taylor, and Katie Eklund. "Examining SAEBRS Technical Adequacy and the Moderating Influence of Criterion Type on Cut Score Performance." Remedial and Special Education 39, no. 6 (2018): 377–88. http://dx.doi.org/10.1177/0741932517748421.

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The purpose of this study was to evaluate the internal consistency reliability, validity, and diagnostic accuracy of Social, Academic, and Emotional Behavior Risk Screener–Teacher Rating Scale (SAEBRS) scores. Teachers ( n = 68) universally screened 1,242 elementary students using two measures: the SAEBRS and the Behavioral and Emotional Screening System (BESS). Multilevel analyses indicated that although SAEBRS scores were internally consistent at the overall level, reliability suffered for certain SAEBRS scores at the between-group (classroom) level. Multilevel correlational analyses reveale

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Hidayat, Wahyu Diantoro. "Kompetensi Pedagogik Guru Dalam Menggunakan Media Pembelajaran Di Madrasah Ibtidaiyah, Studi Kasus Di MIN Jejeran." Ulumuddin : Jurnal Ilmu-ilmu Keislaman 8, no. 1 (2018): 35–48. http://dx.doi.org/10.47200/ulumuddin.v8i1.172.

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Learning media is very important to be used by teachers to make it easier for students to understand what is conveyed by the teacher and its learning goals expected. The media used by teachers at State Islamic Primary School (MIN) Jejeran are LCD (Liquid Crystal Display), projector screens, subject books, Student Worksheets (Student Worksheets), Power points, Main Manager, Ms. Word and the environment that is set-up in such a way that can be used as a medium in learning.

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Shaked, Haim. "Ensuring Teachers’ Job Suitability: A Missing Component of Instructional Leadership." Journal of School Leadership 29, no. 5 (2019): 427–47. http://dx.doi.org/10.1177/1052684619858837.

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Instructional leadership can be defined as an educational leadership approach whereby the school principal is involved in a wide range of activities aiming to improve teaching and learning for all students. Surprisingly, the literature about instructional leadership practices has not mentioned school leaders’ practices for hiring appropriate teachers and for determining whether existing teachers are the “right people” for the job. This suggests that instructional leaders are not necessarily expected to ensure that the right people are on board. The current study’s goal was to explore principal

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Dahlqvist, Claes. "Information-seeking behaviours of teacher students: A systematic review of qualitative methods literature." Education for Information 37, no. 3 (2021): 287–313. http://dx.doi.org/10.3233/efi-200448.

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Teachers are the key to an inclusive and quality education for all. Therefore, training teachers and teacher students and understanding how they learn, including information-seeking behaviours, is crucial. This systematic literature review explores the observed research gap regarding teacher students’ affective information-seeking behaviours. Of specific interest is the research practice context. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guided the review process. Searches were conducted in three key research databases and resulted in 1006 references. Abstract

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Hui, Xie Guo. "A Traditional Chinese Medicine (TCM) Based Screener for Autistic Spectral Symptoms." Asian Journal of Interdisciplinary Research 2, no. 3 (2019): 97–107. http://dx.doi.org/10.34256/ajir1938.

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Unlike most of the autism screeners that use the classical triad of impairments in social interaction, communication and stereotyped behaviors to identify autism, the present screener is based on the yin-yang concept of dualism relying on the eight principles of the Chinese Traditional Medicine (TCM) to understand autism. Though not validated yet, it can still be used as an alternative screening tool by parents, teachers and other interested parties, such as the TCM practitioners, to make an initial identification of someone displaying prodromal autistic spectral symptoms, ranging from one end

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Chudiwal, Ratnaprabha, and Neeraj Kumar. "Job Stress in Physiotherapy Teachers During COVID-19 Pandemic: A Survey." International Journal of Physiotherapy and Research 9, no. 4 (2021): 3895–99. http://dx.doi.org/10.16965/ijpr.2021.139.

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Background: Stress can affect a person in every day of life, in work, home etc. all the jobs can cause stress in varying degree. Related to work, such as teaching and jobs can cause more stress. Teacher stress has been defined as the experience by a teacher of negative, unpleasant three emotions such as the tension, anger, and depression as a result of some aspect of their work as a teacher. Methodology: A simple random sampling of 500 participants were included all over the India, from which 211 participants responded through google forms that were created and distributed through various soci

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Silvana, Rini. "CAPITALIZING ON LEAD IN STAGE TO NURTURE CRITICAL THINKING: AN ATTEMPT TO COMBAT FAKE NEWS FOR SCREENAGERS." Wawasan: Jurnal Kediklatan Balai Diklat Keagamaan Jakarta 1, no. 2 (2020): 47–53. http://dx.doi.org/10.53800/wawasan.v1i2.32.

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The study aims at improving critical thinking skill of screenagers – students who frequently face their smartphone screens – to be more critical consumers of information in the Internet era. Technological advances have made the instantaneous access to information possible. However, valid information exists in the same context as the fake ones. The challenge now appears to be abilities to distinguish valid and fake information. Using a 10-minute critical thinking activities during the lead in stage as the action, the research explores how integrating critical thinking and problem solving in dai

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Dissertations / Theses on the topic "Teacher screeners"

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Fry, Thomas Jr. "Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1385112313.

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Cunningham, Jennifer. "Accuracy of Educator Nominations in Identifying Students with Elevated Levels of Anxiety and Depression." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3719.

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Internalizing disorders, specifically depression and anxiety, affect up to 18% and 33% of youth, respectively (Costello, Egger, & Angold, 2005b). Schools have become a major provider of mental health services to children, primarily in attempts to overcome barriers to receiving community services (Farmer, Burns, Philip, Angold, & Costello, 2003). As such, it is important that schools have effective mechanisms in place to accurately identify students who may be in need of such services. The current study examined the accuracy of one such method, educator nominations (including from both teachers

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Schilling, Brittany Linn. "Teacher Perspectives on Behaviors Exhibited by Students at Risk for EBD and the Implications of These Behaviors for the Development of an EBD Screener in Middle and Junior High Schools." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1860.

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Universal screening is an emerging practice in the field of education to provide at-risk students with early intervention services. Currently there is not a universal screener specifically designed for the middle school population. Therefore, the purpose of this study was to obtain junior high and middle school teachers' perspectives on behaviors exhibited by students at risk for emotional and behavioral disorders in order to develop preliminary test items. Several themes were identified from the teachers' perspectives. Teacher perspectives noted that at-risk students displayed a variety of in

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Thomas, Alison Rebecca. "Sidetracks in remote digital teaching – Facilitating a sense of presence, closeness and immediacy in times of physical distancing." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22163.

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With the aim of designing tools, processes and means to support secondary school teachers in maintaining a sense of presence, closeness and immediacy when interacting with their pupils remotely in rapidly appropriated digital learning environments due to Covid-19, this thesis examined the meaning, importance and possibilities of creating a sense of presence, closeness and immediacy in remote digital teaching.The process was based on research for design, encompassing literature study, field research and methods of interaction design to reach conclusions on meaningful tools, processes and means

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TSAI, CHENG-YU, and 蔡承祐. "A Consistent Plane Design for Touch and Display Screens to Preserve Interactive Behavior between Teacher and Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/x6pq6x.

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碩士<br>國立中正大學<br>資訊工程研究所<br>102<br>With the advancement of teaching aid, the way of teacher to teach and interacts with students is becoming diverse. Nowadays, the type of teaching method is through multimedia devices to assist teacher to teach students. The most type of teaching method is that the teacher uses mouse or stylus to paint something on the digital teaching material. At the same time, the projector can output the computer screen to the projector screen. The way of this method maybe make students unable to understand the key point of teaching material that the teacher describes. The

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Books on the topic "Teacher screeners"

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Hendricks, Wanda A. “Completely Surrounded by Screens”. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038112.003.0003.

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This chapter examines Fannie Barrier Williams' move to Jim Crow South in the late nineteenth century and how she was exposed to the complexity of segregation there. Barrier left Brockport in 1875 to teach in the black school system in a South confronted with Reconstruction and marked by stark contrasts with other regions of the country. She first went to Hannibal, Missouri, and then to Washington, D.C., where she lived from 1877 to 1887 and where the largest and most cohesive group of black elites resided. This chapter first considers Barrier's time in Hannibal, where she witnessed deep racial

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Baron, Naomi S. How We Read Now. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.001.0001.

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The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now offers a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policy makers need to select classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital

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1939-, Adi Da Samraj, Anderson Scott M. D, Mohan Sarasvati, Bouwmeester Daniel C, and Free Daist International Health and Research Institute., eds. Polarity screens: A safe, simple, and naturally effective method for restoring and balancing the energies of the body : based on the practical instruction of the divine world-teacher and true heart-master, Da Avabhasa (The "Bright"). Dawn Horse Press, 1991.

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Book chapters on the topic "Teacher screeners"

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Crocker, Stephen. "2. Sounds Complicated: What Sixties Audio Experiments Can Teach Us about the New Media Environments." In Fluid Screens, Expanded Cinema, edited by Janine Marchessault and Susan Lord. University of Toronto Press, 2007. http://dx.doi.org/10.3138/9781442684355-004.

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Donaghy, Kieran. "1. Using Film to Teach Languages in a World of Screens." In Using Film and Media in the Language Classroom, edited by Carmen Herrero and Isabelle Vanderschelden. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924498-004.

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Gardner, Shari L., and Stephanie M. Curenton. "Conversation Compass© Communication Screener: a conversation screener for teachers." In Research in Young Children's Literacy and Language Development. Routledge, 2019. http://dx.doi.org/10.4324/9781315108278-15.

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Vanhees, Claudio, Mathea Simons, and Vanessa Joosen. "Desirability of Multimedia Hyperlinks in Fiction to Foster Pupil Reading Motivation and Immersion." In Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1097-1.ch004.

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Reading from digital screens has become increasingly common practice in educational and recreational reading. The response to this digital shift has been twofold. Some suspect it will harm children's ability to perform deep reading; others highlight its potential to support reading among different groups. Digital reading tools, such as fiction with multimedia hyperlinks, could engage particularly reluctant readers or children from low-literate families. This chapter presents the results of an experimental, mixed-method study that identifies hyperlink type and frequency desirability in literary texts. A comparative analysis of respondent perspectives revealed that teachers mark on average more explanatory and enriching hyperlinks than pupils. Pupil and teacher hyperlink type desirability are significantly influenced by respectively literary genre and reading motivation, and importance of pupil reading motivation and media use. Pupil and teacher explanatory hyperlink frequency are significantly influenced by respectively literary genre, and importance of pupil reading motivation.

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Thompson, Alex. "Ten Hot Assistive Tech Websites That You Won’t Want to Miss." In Communication Technology for Students in Special Education and Gifted Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch026.

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This chapter introduces ten websites that can be used to access and reference information on assistive technology. Assistive technology is defined as technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. With the advent of more advanced technology comes the need to understand what is available, how to get it, and how to use it. The Internet provides easy access to this information; however, search engines can make it difficult to screen the vast number of websites available. The authors have screened websites to facilitate those interested in assistive technology more than simply company products and advertising. The criteria for determining which websites to include were applicability for teachers and availability of additional resources. Each website has a listing of the website’s sponsor, the full Web address, and a description of what information, products, and tools can be found on the website. Website authors include companies, teachers, individuals with disabilities, and government organizations. The websites chosen range from those offering products and resources for entire classrooms to those customizing computer controlled devices for individual students.

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Sullivan, Amanda, and Marina Umaschi Bers. "Computational Thinking and Young Children." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3200-2.ch007.

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Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This chapter examines the role that user interfaces have on children's mastery of computational thinking concepts, programming ability, and positive interpersonal behaviors. It presents two technologies designed specifically for young children: the KIBO robotics kit and the ScratchJr programming application, both of which focus on teaching young children introductory computational thinking skills in a cognitively and socio-emotionally developmentally appropriate way. The KIBO robotics kit engages children in learning programming by using tangible wooden blocks (no screens or keyboards required). ScratchJr also teaches foundational programming, but using a graphical language on a tablet device. This chapter presents examples of how each tool can be used in classroom settings and the potential benefits and drawbacks of each interface style. Suggestions for implementing each technology in a developmentally appropriate way are presented.

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Sullivan, Amanda, and Marina Umaschi Bers. "Computational Thinking and Young Children." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch043.

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Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This chapter examines the role that user interfaces have on children's mastery of computational thinking concepts, programming ability, and positive interpersonal behaviors. It presents two technologies designed specifically for young children: the KIBO robotics kit and the ScratchJr programming application, both of which focus on teaching young children introductory computational thinking skills in a cognitively and socio-emotionally developmentally appropriate way. The KIBO robotics kit engages children in learning programming by using tangible wooden blocks (no screens or keyboards required). ScratchJr also teaches foundational programming, but using a graphical language on a tablet device. This chapter presents examples of how each tool can be used in classroom settings and the potential benefits and drawbacks of each interface style. Suggestions for implementing each technology in a developmentally appropriate way are presented.

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Berk, Laura E. "The Social Origins of Mental Life." In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0006.

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Talia and Jim’s fear of helping 7-year-old Anselmo with his homework, lest they create a dependent, immature child, is a peculiarly Western—and profoundly American—preoccupation. American middle-class parents typically regard young children as dependent beings who must be urged toward independence. In response to researchers’ queries, they frequently say that babies should be trained to be self-reliant from the first few months. Consequently, they place a high value on children’s learning and doing on their own. Repeatedly relying on others for assistance is construed as weakness, uncertainty, and lack of capacity. In keeping with this view, many American parents worry that if their children seek help, they may become dependent. A similar view permeates traditional classrooms, where an individualistic value system prevails. Children must “do their own work.” In the most intensely individualistic of these settings, conferring with your neighbor is worse than dependency; it is cheating, and teachers go so far as to set up barriers between pupils, such as upright books and cardboard screens, to prevent it. This emphasis on independent accomplishment is not broadly accepted around the world. Indeed, adults in some non-Western cultures regard American parents as rather merciless in pushing their young children toward independence—for example, when they insist that infants sleep alone rather than with their parents, or when they take pleasure in the earliest possible mastery of motor skills, such as crawling and walking, long before the child has acquired the reasoning powers to avoid steep staircases and busy roadways. Diverse non-Western peoples and American ethnic minorities stress interdependence—that children must feel intimately linked to others to become competent and self-reliant. Chinese, Japanese, Vietnamese, Guatemalan-Mayan, eastern Kentucky Appalachian, and many other cultural groups regard newborn infants as psychologically separate beings whose most important task is to develop an interdependent relationship with their community—an emotional and social foundation that is crucial for survival and learning. Witness the following conclusion by a researcher who compared American with Japanese infant rearing practices: “An American mother-infant relationship consists of two individuals ... a Japanese mother-infant relationship consists of only one individual, i.e., mother and infant are not divided.”

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Tattersall, Colin. "An Open E-Learning Specification for Multiple Learners and Flexible Pedagogies." In Encyclopedia of Multimedia Technology and Networking, Second Edition. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch149.

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Significant investments have been made by universities, colleges, distance learning providers, and corporate training departments in the area of e-learning. Moving from early use of static HTML pages providing course details, the use of the Internet as a delivery technology for education and training is now commonplace, with both distance and presential learning providers exploiting e-learning in their offerings. A standards-based IT infrastructure is in place in educational institutions around the world, simplifying the delivery of e-learning courses and opening the doors to mainstream, largescale, Web-based education (Brusilovsky & Vassileva, 2003). Many different virtual learning environments (VLEs) exist (Everett, 2002), including significant contributions from the open source community (Dougiamas, 2004; Sakai, 2005). Above the underlying IT standards rest a significant number of e-learning standards, specifications, and reference models (IMSCP, 2003; Loidl Reisinger & Paramythis, 2003; Wisher & Fletcher, 2004), designed to improve the interoperability between systems and remove islands of e-learning. These infrastructural changes have been mirrored by developments in the area of learning objects (Littlejohn, 2003; Wiley, 2002). The learning objects movement is based upon the idea that reusable units of content can be created, shared, and reused between different communities, and is viewed as a solution to the significant production costs associated with the development of high-quality learning resources—see Sloep (2004) for a discussion of this issue. Critics of the learning objects movement have expressed their uneasiness with e-learning as page turning that leads to “static, fossilized, dead [content], low learner motivation and engagement, impersonal and isolating environments” (Stacey, 2003). This debate has brought pedagogy in the e-learning community to the fore. How should different groups of learners best be taught? What does existing educational theory have to teach e-learning, and how could the results of this work be brought into e-learning systems? How could new information and communication technology developments, particularly in the area of collaboration and cooperation, be brought into e-learning offerings? How could ongoing R&D in the area of pedagogy and e-learning be more easily brought together and compared? This article describes the IMS learning design specification (IMSLD, 2003). IMSLD is an open specification, freely downloadable, maintained by an international consortium of universities, system vendors, and learning providers. The specification provides a counter to the trend toward designing for lone-learners reading from screens. Instead, it guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives.

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"Floored by Kylie Haymaker: She Wallops like a Kangaroo – How Tiny Kylie Thumped Hunky Jason. (People, August 21, 1988) Heartless Neighbours Jibe That Made Kylie Cry. (Sun, August 22, 1988) Why Kylie’s Driving Me [Jason] Crazy. (Sun, August 23, 1988) Also significant is the contemporaneous Thatcherite swelling of the ranks of the unemployed and underemployed. Writing in the Guardian, Hugh Hebert noted of the “new daytime audience” that there is a huge pool of unemployed and under-employed people and the daytime phenomenon is tapping into that market. Neighbours has been lucky enough to take off as that audience has grown. But it has a lighter touch than EastEnders or Coronation Street – it doesn’t have such deep social problems. (quoted by Harris 1988) Finally, media publicity has continually stoked the boilers of Neighbours’s success in the media in the last four years. Kylie and Jason launched their singing careers, threatening no less than Cliff Richard at the top of the charts in Christmas 1988. As well as the Royal Family, the Archbishop of Canterbury also let it be known that he, too, watched Neighbours. Since 1989, cast members have been invited to Royal Command Performances and to participate in Christmas pantomimes. Neighbours became a political football in 1991, with Michael Fallon, a junior education spokesperson, denouncing it for “making teachers’ jobs even harder” (Independent, May 19, 1991), and Jack Straw, his Labour counterpart, joining the fray in similar terms. It has also spawned a British version, Families, first screened on April 23, 1990. This revolves around two families, one British and one Australian, and the British father’s visiting Australia to find his lover of twenty years ago. In 1992 Neighbours appears to have incited its first murder, or at least manslaughter: LONDON: A man who killed his neighbour over a blaring television says he was driven mad – by the theme tune of Neighbours. Eric Seall, who walked free after being convicted of manslaughter, said: “It was that Neighbours tune that finally did it. That stupid song made my life hell.” A court was told that Seall, 32, came to blows with John Roach, 37, who fell downstairs at their flats in Hampshire and fractured his skull. (West Australian, June 27, 1992)." In To Be Continued... Routledge, 2002. http://dx.doi.org/10.4324/9780203131855-16.

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Conference papers on the topic "Teacher screeners"

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Duygulu, Serap, and Zeliha Hepkon. "Technological Addiction or Technological Competence? Investigation of Young People's Approaches to Technology Use in the Context of Increasing Screen Time Due to the Covid-19 Pandemic." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.029.

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Due to Covid-19 disease, which has an increasing negative impact on the world day by day and has been classified as a pandemic by the World Health Organization, continuing education remotely at various levels has brought with it very important discussions. Perhaps, one of the most crucial of these is the increased screen usage times. The intensive use of digital media in all areas of our social life has brought to mind the frequent handling of the time spent by children and young people in front of the screen in the pre-pandemic period by academia and nonacademies. However, with the pandemic,

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Lopez-Vicente, Amparo, Rosa Porcar-Seder, José Navarro, and Raquel Portilla. "ASSESSING TEACHERS AND PUPILS EXPERIENCE WHEN USING 4 DIFFERENT (AND COMBINABLE) COVID-19 PREVENTIVE MEASURES: SOCIAL DISTANCE, TABLE DIVIDERS, FACIAL SCREENS AND MASKS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2092.

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